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Daily Ie^oh Plaks 
Language 




R.IehaH.Guwcrich 



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A.FLANAGAN 'r 

CHIC 



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DAILY LESSON 
PLANS IN LANGUAGE 

FOE SECOND AND THIRD YEARS 

OF 
ELEMENTARY SCHOOLS 



BY 

E. LENA H. GUINGRICH 



A. FLANAGAN COMPANY 
CHICAGO 



Copyright 1912 

BY 

A. FLAXAGAX COMPANY 



CCI.A31GG12 

"ho /. 






INTRODUCTION 

The purpose of this book is to provide the teacher with 
daily lesson plans for primary language work. Its contents 
cover the eight months, detailed work being provided for 
each day. 

It is believed systematic planning of the lessons to be 
taught is most important. First, there should be a general 
plan following the outlined course of study. Second, there 
should be a specific daily lesson plan. 

It is with the latter that this book deals. Thus with the 
requirement fulfilled and the necessary detailed material at 
hand which this book supplies, the teacher is enabled to give 
her pupils the fruits of her best efforts. Such preparation 
gives a teacher poise and self-confidence and lays a founda- 
tion for successful work. 

It is well to be able to speak fluently and intelligently, 
but in the business world of to-day there is a growing demand 
for written work. There are many people who have been 
educated under a system which has not made them able to 
write a good business letter, much less to prepare an orig- 
inal manuscript. There is a vast amount of poorly spelled, 
poorly written, and poorly expressed work seen everywhere. 
The reason for this seems obvious. Apparently there has 
not been enough time given to real language work and 
children in the grades have not been trained in written 
expression. 

Oral expression comes first, and all language work in the 

3 



4 INTRODUCTION 

first ^rade should be oral. But written expression must 
follow closely and should be taken up in the second and 
third grades. At first the spelling and writing may be quite 
faulty, but must be overlooked to some extent. Written ex- 
pression and frequent drills will in a short time remedy this 
natural defect. 

The plans of this book are based on the outlines for the 
second and third years of the Illinois State Course of Study, 
and the material for everj' lesson is given. They are adapt- 
able, however, to any course of study. 

The Perry or Brown pictures may be used for picture 
studies at but a very small cost. 

Every child should have a composition tablet in which to 
write and keep each day's work. 

Acknowledgments are made to authors and publishers of 
poems and stories from which selections have been used. 

The AriHOB 



DAILY LESSON PLANS IN LANGUAGE 



FOR SECOND AND THIRD YEARS 

OF 

ELEMENTARY SCHOOLS 




September — By Jean Henri Zuber 



A Picture Lesson 

This picture is of giant oaks, as is shown by the gnarled branches as 
well as the cleft leaves. 

The scene is suggestive of a hot September clay, in early afternoon. 
The resting cattle; others in the distance grazing in the sunny open; 
the two people at the camp fire — all these are parts of a scene ia the 
woods. 



Tell what you see in the picture. 
What kind of trees are these ? 
How can you tell? 
What animals are seen"/ 
What are they doing? 

6 



SEPTEMBER 



PIBST WEEK 

First Day 
Write your name. 
"Write your mother's name. 
Write your father's name. 
Write your sister's name. 
Write your brother's name. 
Write your playmate's name. 
Write the name of the place where you live. 
Write your teacher 's name. 

Second Day 

Write the names of ten things that you see in the 

schoolroom. 
Write the names of ten animals. 
Write the names of ten things you like to eat. 



Third Day 
Write ten things you like to do. 
Tell why you like to do them. 
Write five things you do not like to do. 
Tell why you do not like to do them. 



8 LESSON PLANS IN LANGUAGE 

Fourth Day 

Write two sentences about the stove. 
Write two sentences about the black-board. 
Write two sentences about the school-house. 
Write two sentences about the desks. 
Write two sentences about the floor. 

Fifth Day 

Teacher : Explain use of in and on before pupils begin the 

lesson. 
Write three sentences using in. 
Write three sentences using on. 
Tell why you use in. 
Tell why you use on. 
Fill these blanks correctly with in or on. 

1. The book is the shelf. 

2. My hat is my head. 

3. My slate is my desk. 

SECOND WEEK 

First Day 

How many days in a week? 

Write from the Calendar the names of the days of 

the week. 
Learn to write and spell them correctly without a 

Calendar. 



SEPTEMBER 



Notice with what kind of a letter the name of each 
day begins. 

Second Day 
Write ten sentences about the ^^Cat." 
Put some of these sentences to-gether, by using the 

word and. 
Instead of saying ^^ Cat "so many times, you may 

say it, or its. 

Third Bay 

Teacher : Explain use of their and there. 

Write three sentences using their. 

Write three sentences using there. 

Write three sentences asking about something^ using 

their. 
Write three sentences asking about something, using 

there. 

Fourth Day 

Teacher : Put definitions on board. 
Copy and learn what a statement is. 
Copy and learn what a question is. 
Write four statements. 
Write four questions. 

Fifth Day 

Review statements and questions. 
Write six good statements. 
Write six good questions. 



10 LEs^ox PLAXS rs* LaXGUAGE 

THIRD WEEK 

First Day 

Teacher: Read the following story and let pupils repro- 
duce it. 

THE DOG IX THE INIAXGER 
A sleepy Dog took an afternoon nap in a manger full of 
hay, and here the Oxen found him when they came in 
for their supper. He woke and began to growl and bark 
at them. Said the Oxen. "Do you want to eat this hay?" 
'"No, indeed/' said the Dog, '"I never eat hay." "Very 
well, then," said the Oxen. ** please take your nap some- 
where else, and let us eat the hay. for we are tired and 
hungry." *'Go away," growled the Dog. ''I like this 
bed, and I am going to stay here. I do not want the 
hay, but I do not know that there is any reason why I 
should let you have it." ''What an ugly, snappish fel- 
low," said the Oxen, *'he will neither eat the hay him- 
self nor let us eat it." 

Second Day 

Write something that you did on each day of last 

week. 
Be careful to write and si>ell the week-days correctly. 
Write where yon were on each day of last week. 

Third Day 

Write a picture story. Choose any picture in your 
reader and look at it carefully, then write what the 
picture tells yon. 



I 



SEPTEMBER U 

Fourth Day 

Memorize the first two stanzas of this poem. 

SEPTEMBER 

The golden-rod is yellow; 

The corn is turning brown; 
The trees in apple orchards 

"With fruit are bending down. 

The gentian's bluest fringes 

Are curling in the sun ; 
In dusty pods the milkweed 

Its hidden silk has spun. 
Fifth Day 

Memorize the other three stanzas. 

The sedges flaunt their harvest, 

In every meadow nook; 
The asters by the brook-side 

Make asters in the brook. 

From dewy lanes at morning 
The grapes' sweet odors rise; 

At noon the roads all flutter 
With yellow butterflies. 

By all these lovely tokens 

September days are here, 
With summer's best of weather, 

And autumn's best of clieer. 

— Tlvlcn Hunt Jacl'son 



12 LESSON PLANS IN LANGUAGE 

FOURTH WEEK 



1 



First Bay 

Teacher: Explain correct use of to, two, and too. 

Write four sentences using to. 

Write four sentences using too. 

Write four sentences using two. 

Fill these blanks correctly with to, too, or two. 

1. I am going town. 

2. James is going 

3. Nellie found red apples. 

4. Come me, baby. || 

Second Bay 

Fill blanks correctly with to, too, or two. 

1. There are books on the table. \ 

2. The boy found a pencil and I found one 

3. She ran her father. 

4. The wind broke trees. 

5. John went the circus and his dog went ! 



Third Bay 

1. Write about ^^The Happiest Day of My 

Vacation." 
Tell when it was; where you were; who was with J 

you ; and what you did. 



SEPTEMBEE 



13 



Fourth Day 

Tell how statements and questions should begin and 

end. If you do not know you may ask your teacher. 
Write five statements, beginning and ending them 

correctly. 
Write five questions, beginning and ending them 

correctly. 
Suppose a cousin from the city has visited you. You 

took him around the farm. 
Write five questions he asked. 
Write your answers. 

Fifth Day 
Memorize : 

LEAVES AT PLAY 

Scamper, little leaves, about So run on and have your 



In the autumn sun ; 
I can hear the old Wind 
shout , 

Laughing as you run, 
And I haven't any doubt 

That he likes the fun. 



play, 
Romp with all your might ; 
Dance across the autumn day, 

While the sun is bright. 
Soon you '11 hear the old Wind 
say 
Little leaves, Good-night. 
— Frank Dempster Sherman 




Return to the Farm — By Troyon 



A Picture Lesson 

This picture shows different animals which have been grazing all the 
summer day and are now going home, coming from a shadowy lane into 
the sunlight, driven by a man who is almost lost to sight in the shadow 
of the trees. The cow turning back to call to those in the water would 
like to go there herself, but it is the dog's duty to prevent her going. 

Tell what you see in the picture. 
AVhat time of day do you think it is ^ 
Name the different animals seen. 
What is the covering of each ? 
How does each help to support the family? 
Notice the position of the knees. 
What does it show ? 
Why would you think it a hot day? 
Write a story about the dog in this picture. 

14 



OCTOBER 



FIRST WEEK 

First Day 

Write about ' ' Our Garden. ' ' 

Tell where it is ; who made it ; what was done first ; 

when it was done ; what was planted ; and what 

helped the seed to grow. 

Second Day 

"Write about a flower in your garden ; but do not tell 
or write its name. Write what it looks like ; what 
its color is ; about how tall it grows ; what kind of 
leaves it has; whether it smells sweet; and any- 
thing else you think interesting about it. 

Do not forget to leave a margin on your paper. 
When you have finished writing about the flowers, 
we will read the papers and guess the names of 
your flowers. 

Third Day 

Reproduce this story. Give class extra time. 

OBED'S PUMPKINS 
More than a hundred years ago the Moore family moved 
from New England to Ohio, carrying all their house- 
hold treasures hundreds of miles in a wagon. Obed 

15 



16 LESSON PLANS IN LANGUAGE 

Moore's greatest treasure was a package of pumpkin 
seeds that he had carefully saved so as to be sure of 
pumpkin pies for the next Thanksgiving. 

The first winter was a hard one, and they had to live very 
frugally to make the flour and meal ''hold out'' until 
Spring. 

Obed would often say, ''Never mind, I'll raise some 
pumpkins next Summer, and next Winter we will live 
on pumpkin pies." 

Poor Obed ! One winter morning when he climbed up to 
see if the precious seeds were still safe on the top-most 
shelf, he found only some nibbled scraps of cloth and 
paper. His little freckled face was a woeful sight as 
he said, "We shall never taste pumpkin pies again." 

Weeks afterward, out in a hollow stump, he found the 
home of a bright eyed, bushy-tailed little squirrel that 
had become very tame about the house. Obed was help- 
ing himself to the little store of nuts the little squirrel 
had gathered, when joy of joys, there were actually three 
whole, sound pumpkin seeds. This plainly showed that 
the squirrel from whom Obed had stolen the nuts, had in 
turn, stolen his pumpkin seeds, 

That year the way those pumpkin vines bore was a marvel, 
but not a pie would Obed have until Thanksgiving. 
That was to be the eventful day of the first pumpkin 
pie in the wilderness. 

A few days before this long-anticipated feast, Mr. Moore 
had to leave his family alone over night, while he went 



OCTOBER 17 

to the nearest village. Late in the afternoon the boys 
decided to make some jack-o-lanterns. ^^It won't hurt 
the pumpkins for pies," said Obed. They had just com- 
pleted the ^^ grotesque horrors," when a man galloped 
by on horse-back, screaming that the Indians were 
coming. 

The little family hurriedly closed the house as well as they 
could and the boys crouched by the windows to watch 
and listen. At last, along toward midnight, they saw 
shadows moving across the field. Obed quickly prepared 
to load his rifle, but as he picked up the leaden balls, 
his heart sank. They were too large. His father had 
taken the wrong pouch. 

At that moment he stumbled over the forgotten jack-o- 
lanterns. As quick as a flash he pulled off his coat and 
flung it over the face of the lantern, and cautiously 
lighted the candle within, calling to Joe in a loud whis- 
per, ^^ Quick, quick, Joe; light another lantern. You 
take that one and I'll take this." And just as ten or 
twelve dusky figures stealthily crept toward the house, 
up and down bobbed the hideous things in the windows. 
"With most unearthly yells the Indians fled to the woods. 
When the last yell died away in the distance, the mother 
gathered her little family about her, and to-gether they 
waited patiently for day-light. 

When the father returned, and they were all talking at 
once, trying to tell him of the scenes of the past night, 
Joe said, ^^I told you, Obed, you were raising your 



18 LESSOX PLANS IX LANGUAGE 

pumpkins for Indians. We raised some for them last 
night sure enough, didn't we?'' 

Fourth Day 

Write about Christopher Columbus. Tell about his 
boyhood ; what he thought about the world ; what 
he wanted to do ; who helped hira ; which way he 
went ; how he got there, what he found and how^ he 
was afterward treated. 

Fifth Day 

Make believe you are a horse. Write your name. 
Tell where you live ; who feeds you ; what you get 
to eat ; what color you are ; how old you are ; what 
you have to do ; if you are treated kindly or not ; 
and whether you like to work for your master or 
mistress. 

SECOND WEEK 

First Day 

Teacher: Explain correct use of teach ^ and learn. 

AVrite four statements using teach. 

Write four statements using learn, 

Write two questions using teach. 

Write two questions using learn. 
Second Day 

Fill blanks correctly with teach, or learn, 

1. Do you like to your lessons ? 

2. Can you a dog tricks? 



OCTOBER 19 

3. My brother can school. 

4. I my lessons every day. 

5. You can a horse to swim. 

6. The child can to write. 

Third Day 

Teacher: Put a short letter on the black-board and point 
out the parts of a letter. 

Children copy letter correctly, noticing margin, gen- 
eral form, and learning names of the parts of a 
letter. 

Fourth Day 

Write a short letter in correct form to your teacher. 

Fifth Day 

Write about ' ' October. ' ' 

Tell in your paper the answers to the following 
questions : 

1. What leaves turn red, brown, and yellow in 
October? 

2. What leaves do not change colors? 

3. Which fall early? Which remain longer? 

4. What forces the old leaves from the twigs? 

5. Of what use are fallen leaves? 

6. Are new buds now developed? 

7. Would it prove harmful if leaves remained? 

8. How are seeds scattered? 

9. What becomes of the sap in trees at this time ? 



20 LESSON PLANS IN LANGUAGE 

THIRD WEEK 

First Daij 
Memorize : 

AUTUMN LEAVES 
**Come, little leaves/' said the wind one day, 
^^Come over the meadow with me and play; 
Put on your dresses of red and gold, 

Summer is gone and the days grow cold." 

Soon as the leaves heard the wind's loud call, 
Down they came fluttering, one and all; 
Over the brown fields they danced and flew 
Singing a soft little song they knew. 

Second Day 

*^ Cricket, goodby, weVe been friends so long; 
Little brook, sing us your farewell song; 
Say you are sorry to see us go ; 

Oh, you are sorry, right well we know. 

Dear little lambs in your fleecy fold, 

Mother will keep you from harm and cold ; 
Fondly we've watched you, in vale and glade; 
Say, will you dream of your loving shade?" 

Dancing and whirling the little leaves went 
Winter had called them and they were content 

Soon fast asleep in their earthy beds, 

The snow laid a soft mantle over their heads. 

— Selected 



OCTOBER 



21 



Third Day 
Eeproduce 



STORY OF THE THISTLE 



Little Thistle grew in the brown fields all alone by herself. 
She thought she was all alone, for no other thistle was 
near her; but Sweet Fern grew near with his fragrant 
leaves, and Golden Aster smiled in the sunlight, and 
everywhere the soft gray moss made a carpet where the 
flowers might play. 

*^I wish I might fly away like that swallow,'' said Little 
Thistle. *^I must stay here alone in this brown fleld 
because this tough root holds me so firmly in the ground. 
Nobody loves me with these sharp, ugly leaves that 
would drive anybody away. What can I do?'' The 
swallow flew near and heard her sigh. ^^ Just grow your 
very best where you are. Little Thistle, and some day 
you may have your wish," he said. 

So Little Thistle stopped sighing, and tried to be as sweet 
as she could be. She lifted up her purple head into the 
sunshine and became so fragrant that the bees came in 
little companies to share her sweetness. ^^We love you. 
Thistle," they said. When the hot days came and the 
other flowers nearly fainted. Thistle's long root found 
water to drink low in the ground, so she was still brave 
and bright. 

She became afraid one day when a cow came across the 
field eating fiowers and leaves and grasses as she passed. 



22 LESSON PLANS IN LANGUAGE 

''How sweet that Thistle is/' said the cow; ''but I must 
not touch those thorny leaves.'' So Thistle was saved. 
One day I looked across the fields and saw little white- 
winged seeds flying thru the air. I thought the}^ were 
fairy birds, for their wings were soft and shiny ; but 
when they came near, I saw that Thistle was having her 
wish ; she was flying away. 

— Selected 
Fourth Day 

Write a long letter to your mother telling her all you 
can about your school. 
Fifth Day 

Make up a story of your own and write it carefully. 

FOURTH WEEK 

First Day 

Make all of the capital letters neatly and correctly. 
Write from memory during class time. 
Little by little onr work is done. 
Some is finished, some begun. 

Second Day 

Write six statements about the stove. 

Write six questions about the floor. 

Write in a column all the words in your statements 

that tell of what kind the stove is. 
Write in a column all the words in your questions 

that tell of what kind the floor is. 



OCTOBEB 23 

Your teacher will tell you what kind of words these 

are. 
Third Day 

Fill these blanks with words you have already 

learned to use correctly. 
1. Come. .... .me, baby, I will you 

walk. 
2 much work makes us tired. 

3. Lay the book your hand my desk. 

4. Over is your pencil. 

5. I found books and slates 

6. Mary found eggs. 

7. You may a new song to-day. 

Fourth Day 

Write all you can about ^^ Wood." 

Tell where we get it ; how we get it ; and how it grows. 

Tell of different kinds of wood and what it is used 
for. 

Tell why we like trees. 
Fifth Day 

Imagine you went fishing yesterday. 

Tell who went ; where you went ; what you took for 
bait; and how you got it; where you got j^our 
lunch; who caught the first fish; how many were 
caught ; what accident happened ; and what your 
mother said or did when you got home. 



24 LESSOX PLANS IN LANGUAGE 

Suggestive Story — may be read to pupils. 

THE FISH I DIDN'T CATCH 

It was a still, sweet day of early summer; the long after- 
noon shadows of the trees lay cool across our path ; the 
leaves seemed greener, the flow^ers brighter, the birds 
merrier, than ever before. ]\Iy uncle, who knew by experi- 
ence where were the best haunts of pickerel, considerately 
placed me at the most favorable point. 

I threw out my line, as I had so often seen others, and 
waited anxioush^ for a bite, moving the bait in rapid 
jerks on the surface of the water, in imitation of the leap 
of a frog. Nothing came of it. ^'Try again,'* said my 
uncle. Suddenly the bait sank out of sight. **Now for 
it,*' thought I; ^'here is a fish at last." 

I made a strong pull, and brought up a tangle of weeds. 
Again and again I cast out my line with aching arms, 
and drew it back empty. I looked at my uncle appeal- 
ingly. ''Try once more,'* he said, ''we fishermen must 
have patience." 

Suddenly something tugged at my line and swept oflf with 
it into deep water. Jerking it up, I saw a fine pickerel 
wriggling in the sun. "Uncle," I cried, looking back in 
uncontrollable excitement, "I've got a fish!" 

"Not yet," said my uncle. As he spoke there was a splash 
in the water ; I caught the arrowy gleam of a scared fish 
shooting into the middle of the stream; my hook hung 
empty from the line. I had lost my prize. 



OCTOBEE 



25 



So, overcome by my great and bitter disappointment, I sat 
down on the nearest hassock, and for a time refused to 
be comforted, even by my uncle's assurance that there 
were more fish in the brook. He refitted my bait, and, 
putting the pole again in my hands, told me to try my 
luck once more. ^^But remember, boy,'' he said, with 
his shrewd smile, ^^ never brag of catching a fish until he 
is on dry ground." 

John G, Whittier 




Pilgrim Exiles — By Boughton 

A Picture Lesson 

This picture shows the style of the artist 's Pilgrim scenes. His best 
figure-painting is shown in his representations of women; he gives them 
gentleness and patience. 

The yearning for the home in England is very evident in the man and 
the sitting woman, but the woman in the center is divided between her 
longing for home and her desire to comfort and encourage her companion. 

The surf is seen rollins^ into the beach. The vegetation and the rocky 
land are suggestive of the New England shore. 



Tell what you see in the picture. 
Who are in this picture ? 
Who were the Pilgrims? 
Where are they ? 

Notice the dress — cloaks, shoes, and collars — of these people : 
Would you think tlieni poor, or just lonely ■ 
Write a story about the Pilgrims. 

26 



NOVEMBER 



FIRST WEEK 

First Bay 

Write about ' ' Gathering Nuts. ' ' 

Answer the following questions in your story 

Where do you like to go in the Fall? 

What time of the year did you go nutting? 

Who went with you? 

What kind of nuts did you gather ? 

How did you get them? 

How many did you gather ? 

What is the time of the year to eat nuts ? 

Did you save yours for the Winter ? 

Who else gathers nuts for Winter? 
Second Day 

Teacher : Explain correct use of saw and see7i. 

Write five sentences using saw. 

Write five sentences using seen. 

Fill the following blanks with saw or seen, 

1. The boy a robin's nest. 

2. The hen a sly fox. 

3. The man was in the buggy. 

4. I a run-away horse. 

5. The burglar was in the house. 

27 



28 LESSOX PLANS IN LANGUAGE 

Third Day 

Write answers to the following questions : 

What great day in this month f 

AVhen? 

What do you know about it ? 

What does being thankful mean ? 

Name some things for which we should be thankful. 

Fourth Day 

Study the pictures of '^The Pilgrims.'' 
Fifth Day 

Write the names of: 

1. Five things that are red. 

2. Five things that are yellow. 

3. Five things that are white. 

4. Five things that are blue. 

5. Five things that are green. 

6. Five things that are black. 
Do you know any other colors ? 
AA^hat are the rain-bow colors ? 

SECOND WEEK 

First Day 

Teacher: Explain correct use of did and done. 
AYrite four statements using did. 
AVrite four statements using do}ie. 



NOVEMBER 29 



Fill these blanks with did or done. 

1. I it. 

2. She has her work. 

3. The boy has wrong. 

4. James has his work well. 

5. She the sewing. 

Second Day 

Memorize : 

OVER THE RIVER 

Over the river and thru the woods, 
To grandfather's house we go; 

The horse knows the way 
To carry the sleigh 

Thru the white and drifted snow. 

Over the river and thru the woods, 
Oh, how the wind does blow, 

It stings the toes 
And bites the nose 

As over the ground we go. 

Third Day 

Over the river and thru the woods 

To have a first rate play; 
Hear the bells ring 

Ting-a-ling-ling, 
Hurrah for Thanksgiving Day. 



30 LESSON PLANS IN LANGUAGE 

Over the river and thru the woods, 

Now grandfather's cap I spy, 
Hurrah for the f iin. 
Is the pudding done? 

Hurrah for the pumpkin pie. 

Fourth Day 

Eeview and write from memoiT the second and third 
dav's work. 

Fifth Day 

Imagine your class went out for a bob-sled ride one 
evening after school. 

Write all about it and make your story as interesting 
as you can. 

You may then exchange papers and read one an- 
other's stories. 



THIED WEEK 

First Day 

If there is snow on the ground the pupils should go 
out and make a snow man. then come in and write 
about ''How We Made a Snow-man." 

If there is no snow, let the class imagine the fun and 
write about it. 



NOVEMBER 



31 



Second Day 

Write the following rhyme neatly from memory, 
leaving space enough on one side of your paper 
to draw the pictures of Old Mother Hubbard, the 
cup-board and the poor doggie just as you think 
they looked. 

Old Mother Hubbard 

"Went to the cup-board 
To get her poor doggie a bone, 

But when she got there 
The cup-board was bare 

And so the poor doggie had none. 

Third Day 

Write all you can about ' ' Skating. ' ' 

Tell how you learned to skate. 

Did you have any falls and get hurt? 

Where do you go to skate ? 

Did you ever break thru and get wet? 

Tell about some accident on the ice. 

Fourth Day 

Write a letter to a friend telling about a snow-battle 
you have been in or about one you have seen. 

Fifth Day 

Make believe you are a bird. 

Write your name. 

Tell how you get from place to place. 



32 LESSON PLANS IN LANGUAGE 

Tell what you eat ; where you live ; how you are 
colored ; where you stay in the Winter time ; how 
you get food in the Winter ; and how the boys and 
girls treat you. 

Tell what you do when you are happy. 

FOURTH WEEK 

First Day 
Write all you know about ^^What have become of the 
summer products of the farm." 

Second Day 

Write all vou can about ^^How the Farmer Pre- 
pares for the Winter." 

Third Day 

Make as many correct words as you can from the 
word ^'Constantinople." 

Fourth Day 

Write all about your favorite toy, telling what it 
looks like, but do not tell its name. The class then 
may guess what it is. 

Fifth Day 

Think over all of the stories you have read or been 
told. Decide which one you liked the best, then 



I 



NOVEMBER 33 

think it over very carefully so that you can stand 
before your class and tell it to them. Try to use 
all the words you have learned in previous lessons. 
Keep a good position while you are standing and do 
not laugh while you are telling your story. 




Christmas Chimes — By Blashfield 

A Picture Lesson 

Tell what 3^011 see in this picture. Who are in this picture? 
What are they doing f What do they want us to know ? What 
joins them in their joy? Of what would they make us think? 

34 



DECEMBER 



FIRST WEEK 

First Day 

Study of Paragraph, Form and Content. 

Teacher: Explain from reader what the paragraph is, 

how the first line of new paragraph is indented and the 

reason for new paragraphs. 
Let the class read paragraphs from different lessons to 

illustrate the work. 

Second Day 

Teacher : Explain correct use of sit and set. 
Write five statements using sit. 
Write five statements using set, . 
Write five questions using sit. 
Write five questions using set. 

Third Day 

Fill the following blanks correctly with sit or set. 

1. Boys like to on the fence. 

2. The chicken will ...... on the nest. 

3. ...... the dish on the tabl^. 

4. ... . . . down. 

5. Let us on the porch. 

35 



36 LESSON PLANS IX LA>XTrAGE 

6. Please the cup down. 

7. I am going to the white hen. 

8. Come by me, Mary. 

Fourth Bay 

Unite the following words in correct statements : 
flew. The. away, bird ; moon, over. The, jumped, the 
cow; off, fast. A, horse, black, ran; man. My, 
barked, dog. at. the, Shep; snake, I. by. a. fright- 
ened, was ; hounds, by, burglar. The, caught, was. 

Fifth Day 

Picture story of **The Shepherds." 
Children study the picture then write or tell the 
story that the picture suggests. 

SECOXD WEEK 

First Bay 
TThat great Holiday do we celebrate in this month? 

On what day ? THiat is the meaning of Christmas 

and why do we celebrate it ? 
Write about Christmas as we celebrate it in our 

country. 

Second Bai/ 

Find out from your parents or your teacher or any 
one else who can tell you, how Christmas is cele- 
brated in other countries. AVrite about *^ Christ- 
mas in Other Lands." 



DECEMBER 



37 



Third Day 
Write a letter to Santa Clans telling him where yon 
live and what presents yon wonld like him to bring 
on Christmas Eve. 
Fourth Day 
Memorize: 

WHY DO BELLS OF CHRISTMAS RING? 
Why do bells of Christmas ring? 

Why do little children sing? 
Once a lovely shining star 

Seen by Shepherds from afar; 
Gently moved nntil its light 

Made a manger cradle bright. 



Fifth Day 

There a darling Baby lay, 

Pillowed soft npon the hay; 
And its mother sang and smiled, 
''This is Christ, the Holy Child. 
Therefore bells of Christmas ring. 
Therefore little children sing. 
Eeview fonrth day's work. 



? > 



THIRD WEEK 

First Day 

Write ten lines about ''Jack Frost." Tell how we 
see his pictures and work ; where we see his work ; 



38 LESSOX PLANS IX LAXGUAGE 

what lie does to the trees; the grass and flowers. 
Does he harm the nuts? How does he make our 
fingers and toes feel? 

Second Day 

Write five lines about how we can make a happy 

Christmas for those who have no gifts. 
Make a picture of a Christmas Tree. 

Third Day 

Make as manv correct words as you can from the 
word Christmas. Draw a picture of Santa Claus, 
as you think he would look. 

If you have colored pencils you may color your 
picture. 

Fourth Day 

Teacher: Explain use of the hyphen in words divided at 

the end of a line. Make some hyphens. 
Learn to spell the name of the mark. What is 

its use? 
Use a hyphen in five words correctly. 

Fifth Day 

Take some clean drawing paper, cut into size of 
postal cards and blotters. Draw a spray of holly 
on one side and print or write neatly a Christmas 
greeting on them. 



DECEMBER 39 

The blotter covers may be fastened to clean blotters 
by drawing a small piece of baby ribbon through 
and tying the tiny bow over the holly spray. The 
drawings may then be colored and given to parents 
by the children. 

FOURTH WEEK 

First Day 

Write the name of your favorite game and write 
exactly how to play it. If preferred, you may 
tell it. 

Second Day 

Write three or four good paragraphs about '^At 
Play in the Barn." 

Third Day 

Teacher : Explain correct use of / and me. 

Write six sentences using 7. 

Write six sentences using me. 

Fill the following blanks with I or me. 

1. It is 

2. The man saw 

3. John and went fishing. 

4. She went with Nelly and 

Fourth Day 

Drill in oral expression. 

Stand before your class and tell carefully some story 



40 LESSON PLANS IN LANGUAGE 

you have read as a reading lesson during the 



month. 
? earefi 
in tellino: vour storv 



Be careful to use the best language you know how 



o 



Fifth Bay 

^Yliat holiday is near? 

Write the name of the Xew Year. 

What are Xew Year resolutions? 

AVhat good do they do? 

AYrite some resolutions that would better the school 

for the coming year. 
If you have ever made a ^^Xew Year Resolution," 

you may tell how you kept it, or tried to keep it. 

Read to pupils. 

A NEW YEAR SONG 

Wlien the year is new. my dear, 

"Wlien the year is new. 

Let us make a promise here, 

Little I and you. 

Not to fall a-quarrelling 

Over every tiny thing, 

But sing and smile, 

Smile and sing, 

All the glad year through. 



1 



DECEMBER 41 

As the year goes by, my dear, 

As the year goes by, 

Let us keep our sky swept clear, 

Little you and I. 

Sweep up every cloudy scowl, 

Every little thunder-growl, 

And live and laugh, 

Laugh and live, 

'Neath a cloudless sky. 

— Youth's Companion 

A year to be glad in. 
Not to be bad in ; 
A year to live in, 
To gain and give in ; 
A year for trying 
And not for sighing, 




A Helping Hand — By Renouf 

A Picture Lesson 

This picture gives a vast stretch of sea for a background, with here 
and there a vessel like a toy ship. The interest is all in the center — a 
child and a middle-aged man, one doing all the work with pleasure, the 
other showing a willing spirit. The little one thinks she is doing her 
part, while the father's smile shows his love. 

Did you ever see a little maid dressed just like this"? Probably not, 
for as the artist, Emile Eenouf, was born in Paris and painted French 
scenes chiefly, we may feel sure that she is a little French peasant girl, 
living in one of the fishing settlements on the coast of France* 



Tell what you see in the picture. 

Where are they? 

What is each doing' ? 

What kind of day is it ? 

What is each thinking? 

What makes you tliink so? 

How are they dressed ^ 

42 



JANUARY 



FIRST WEEK 

First Day 

Particular names of persons and places begin with 

capitals. 
Write ten particular names of persons. 
Write ten particular names of places. 
Use all of these names in statements. 
Use all of the names in questions. 

Second Day 

Teacher : Explain correct use of very and awful. 

Write seven sentences using very. 

Write seven sentences using awful. 

Fill these blanks correctly with very or awful. 

1. It is weather. 

2. It was an sight. 

3. She was injured badly. 

4. The battle was to see. 

5. A . . dear friend is visiting me. 

Third Day 

Who was Longfellow? 

Find out all you can of his childhood ; his home ; his 
love for children and how it was returned. Name 

43 



44 LESSON PLANS IN LANGUAGE 

some poems that Henry Wadsworth Longfel- 
low wrote. 
Fourth Day 

Write some of the things you have learned of Long- 
fellow and arrange them in paragraphs. 
Fifth Day 

Teacher: Tell the class the story of ''Hiawatha'' and 
arouse an interest in the poem before you begin teach- 
ing it. 

SECOXD WEEK 

First Day 

Make the wigwam of Xokomis. 

Cut one from heavy brown paper and let each of the 
children do the same. After they have an idea 
of the place where Hiawatha lived they will be 
more eager to learn the poem, which tells how 
he lived. 
Second Day 

Memorize after copying : 

HLIWATHA'S CHILDHOOD 
By the shuiing Big Sea-Water, 
Stood the wigwam of Xokomis, 
Daughter of the Moon. Xokomis. 
Dark behiad it rose the forest. 
Rose the dark and gloomy pine-trees, 
Rose the firs with cones upon them; 



JANUAEY 45 



Third Day 

Bright before it beat the water, 
Beat the clear and sunny water, 
Beat the shining Big Sea-Water. 

There the wrinkled, old Nokomis 
Nursed the little Hiawatha, 
Rocked him in his linden cradle, 
Bedded soft in moss and rushes. 
Safely bound with reindeer sinews. 

^ ^ ^ ^ ^ ^ 

W W W W W TP 

Fourth Day 

At the door on summer evenings 
Sat the little Hiawatha; 
Heard the whispering of the pine-trees, 
' Heard the lapping of the water, 
Sounds of music, words of wonder. 

<^ 4iU 42* ^ 4S^ ^ 

•vr w w w w "«• 

Saw the fire-fly, Wah-wah-taysee, 
Flitting thru the dusk of evening. 
With the twinkle of its candle 
Lighting up the brakes and bushes, 

Fifth Day 

And he sang the song of children. 
Sang the song Nokomis taught him. 
Wah-wah-taysee, little fire-fly. 
Little, flitting, white-fire insect, 
Little, dancing white-fire creature. 
Light me with your little candle, 



I 



ii 



46 LESSOX PLANS IX LAXGUAGE 

Ere upon my bed I lay me, 

Ere in sleep I close my eyelids I ' ' 



THIRD WEEK 

First Day 

Saw the moon rise from the water, 
Kippling, rounding from the water, 
Saw the flecks and shadows on it, 
Whispered; ''What is that, Nokomis?" 
And the good Nokomis answered, 
*'Once a warrior, very angry. 
Seized his grandmother, and threw her 
Up into the sky at midnight ; 
Right against the moon he threw her; 
'Tis her body that you see there/' 

Second Day 

Saw the rainbow in the heaven. 
In the eastern sky, the rainbow, 
Whispered, ''What is that, Nokomis?" 
And the good Nokomis answered : 
*' 'Tis the heaven of flowers you see there ; 
All the wild flowers of the forest. 
All the lilies of the prairie, 
Wlien on earth they fade and perish, 
Blossom in that heaven above us." 



JANUAEY 47 

Third Day 

"When he heard the owls at midnight, 
Hooting, laughing in the forest, 
^^What is that?" he cried in terror; 
'^What is thatr' he said, ''Nokomis?" 

And the good Nokomis answered : 
'*That is but the owl and owlet, 
Talking in their native language, 
Talking, scolding at each other." 

Fourth Day 

Then the little Hiawatha 
Learned of every bird its language. 
Learned their names and all their secrets, 
How they built their nests in Summer ; 
"Where they hid themselves in Winter, 
Talked with them when'er he met them, 
Called them ^^ Hiawatha's chickens." 

Fifth Day 

Of all the beasts he learned the language. 
Learned their names and all their secrets, 
How the beavers built their lodges, 
Where the squirrels hid their acorns, 
How the reindeer ran so swiftly, 
Why the rabbit was so timid. 
Talked with them whene'er he met them 
Called them ' ' Hiawatha 's brothers. ' ' 



48 LESSOX PLANS IX LAXGUAGE 

FOURTH WEEK 

First Day 

Eeview second and third days' work of the second 

week of the month. 
Make any drawings that suggest themselves and 

thereby start a Hiawatha Book. 
Cut the pages from clean drawing paper and use 

your own judgment about the size. 
On the cover page you might print "Hiawatha" and 

design the corners. 
On the first page draw a wigwam and in front or 

beside it draw the water. On this page may be 

written the first two lines of the poem. These 

pictures are pretty when colored. 

Second Bay 

Eeview fourth and fifth days' work of the second 

week of the month. 
Make the linden cradle and any other easy drawings 

that appeal to children. 
Use a clean page for each drawing. 

Tliird Bay 

Eeview first and second days' work of the third 

week of the month. 
Add pictures to the book. 



JANUAEY 49 

Fourth Day 

Eeview third and fourth days' work of the third 

week of the month. 
Add more pictures to the book. 

Fifth Day 

Review all of poem studied. 
Finish the picture book. 

The leaves may be fastened with a small cord or 
baby-ribbon. 



I 




Shepherdess Knitting — By Millet 

A Picture Lesson 

This picture is one of Millet's most beautiful; it is ranked as a 
masterpiece. 

The thought is the industry and absorption of the woman in her work. 

The chief figure is the shepherdess, walking and knitting. The light 
comes from the sun, low in the skv, striking the backs of the sheep and 
the woman 's humble dress. 

Tell what you see in the picture. 
What is the shepherdess doing? 
What are the sheep doing ? 
What time of day is it ? 
^liat makes you think so? 
How does the dog help the shepherdess ? 

50 



1 



FEBRUARY 



PIEST WEEK 

First Day 

STUDY OF LINCOLN 

From a reader or library, find out when and where 
Abraham Lincoln was born, and something about 
his early life. 

Write a paragraph about when and where Lincoln 
was born. 

Write a paragraph about Lincoln's early life. 

Second Day 

Write a paragraph telling how Lincoln got his 

education. 
Write a paragraph telling of his love and sympathy 

for animals. 
Eelate the story ^'Lincoln and the Pig." 

One day, when Mr. Lincoln was out riding, he passed by a 
deep slough, or hole, in which he saw a pig trying to 
free himself from the mud. Mr. Lincoln looked at the 
pig and then at his new clothes, and deciding that he 
could not afford to spoil them, rode on. But he could not 
help thinking about the pig. After riding two miles, 
he turned back and with some difficulty dragged the pig 

51 



52 LESSON PLANS IN LANGUAGE 

out. He said to a friend in telling the story, ''I spoiled 
my new clothes, but I took great pain out of my heart." 

Third Bay 

Write a paragraph about Lincoln's character. 

Write a jiaragraph about Lincoln's honesty. 

l\elat(^ some storv to illustrate his honestv. 

• » 

Fourtli Daif 

Find out and tell how Lincoln became President. 
Find out and tell how Lincoln freed the slaves. 

Fifth Day 

Teacher: Discuss slavery with the class. 
Tell them what slavery meant ; how there came to 
be slavery ; and how the slaves were treated. 

SECOND WEEK 

First Day 

Find out and tell how Lincoln died. 

Tell when he died. 

Tell how the people mourned his death. 

One evening the President went with his wife and a friend 
to the theater. While they were enjoying the play, a shot 
suddenly rang out. Lincoln, who was in a box with his 
friends, was seen to fall. A man jumped from the box 
to the stage, waving a revolver. Then the man ran out 
by the stage door. 

Lincoln lived until the next morning, and then the great 
heart was stilled forever. 



FEBRUAEY 53 

The death of this brave and noble man caused the greatest 
sorrow over all our country. Everywhere the people 
wept when they knew that this wise leader with his lov- 
ing, tender heart, had been taken from us. Lovingly 
and reverently he was laid to rest in Springfield, and if 
you should go to that town to-day, you would see the 
monument which has been erected in his honor. 

Second Day 

Teacher : Explain correct use of good and well. 

Write six statements using good. 
Write six statements using well. 
Write six questions using good. 
Write six questions using well. 

Third Bay 

Fill the following blanks with good or well. 

1. Is the child ? 

2. Does your dress look ? 

3. Have you done your work ? 

4. He is a boy. 

5. She reads 

6. The story was 

7. My apple was not 

8. He recited his lesson 

9. She received news. 

10. Do your work 



54 LESSON PLANS IN LANGUAGE 

Fourth Day 

Find out and tell : 

Who was Saint Valentine? 

What did he do? 

How do we celebrate Valentine's Day? 

Fifth Day 

Make some valentines and originate the verses on 
them. 

The teacher may suggest some simple way of mak- 
ing valentines which, when designed and colored, 
will be very attractive. 

THIRD WEEK 

First Day 

GEORGE WASHINGTON 

Find out all you can of Washington's birth. 

Find out all you can of his boyhood. 

Write a paragraph about Washington's boyhood. 

Tell of Washington's preparations to become a 
sailor, and what he did when his mother cried 
as she bade him good-by. j 

Second Day i 

Find out all you can of how Washington received his t 

education. ^ 

Tell also about his life as a surveyor. 



FEBEUARY 



55 



Third Day 

Teacher: Read or tell to the pupils, how Washington 
crossed the Delaware. Reproduce ^^ Washington Cross- 
ing the Delaware. ' ' 

Fourth Day 

Tell how Washington became a soldier ; what officer 
he became in the army ; what he always did before 
going to battle; and how the soldiers respected 
him. 

Fifth Day 

Find out and give answers to the following ques- 
tions : 

1. What great man did Washington finally become? 

2. When did he become President of our country? 

3. How long was he President? 

4. Why didn 't he serve longer ? 



FOURTH WEEK 

First Day 

Tell something about the following topics 

1. How Washington treated his slaves. 

2. What his slaves did for him. 

3. When and where he died. 

4. How the country mourned his loss. 

5. Where he is buried. 



56 LESSON PLANS IN LANGUAGE 

6. "What the steamboats do when they pass Mt. 
Vernon. 

Second Day 

Teacher: Present form of a business letter to the class. 

Teach Heading, Salutation, Body, Signature. 

Copy a business letter, which your pupils may copy. 

Third Day 
Write a business letter, ordering a newspaper for 

one year. 
Be careful to say only what is necessary, keep good 

form, and be polite. 

Fourth Day 

Memorize : 

FROST 

Oh, there is a little artist 

WTio paints in the cold night hours 

Pictures for little children 

Of wonderful trees and flowers. 

Pictures of snow-white mountains 

Touching the snow-white sky ; 
Pictures of distant oceans 

Where pretty ships sail by. 



FEBRUARY 57 

Fifth Day 

Pictures of rushing rivers 

By fairy bridges spanned ; 
Bits of beautiful landscapes 

Copied from fairyland. 

The moon is the lamp he paints by, 

His canvas the window-pane ; 
His brush is the frozen snow-flake, 

Jack Frost is the artist's name. 

— Selected 



MARCH 

A Picture Lesson 

See following page for picture. 

Tell what you see in the picture. 

When the white horse has finished drinking what will 
they do ? 

Where have they been? 

Why did they come to this place? 

What has attracted attention ? 




At the Watering Trough — By Dagnan-Bouveret 
See preceding page for picture lesson. 

5S 



MARCH 



FIRST WEEK 



First Day 
Memorize : 



THE VILLAGE BLACKSMITH 
Under a spreading chestnut tree 

The village smithy stands ; 
The smith, a mighty man is he, 

With large and sinewy hands; 
And the muscles of his brawny arms 

Are strong as iron bands. 

Second Day 

His hair is crisp and black and long, 

His face is like the tan; 
His brow is wet with honest sweat. 

He earns what e'er he can. 
And looks the whole world in the face 

For he owes not any man. 

Third Day 

Week in, week out, from morn till night, 

You can hear the bellows blow; 
You can hear him swing his heavy sledge, 
With measured beat and slow, 

59 



60 LESSON PLANS IN LANGUAGE 

Like a sexton ringing the village bell, 
When the evening sun is low. 

Fourth Day 

And the children coming home from school, 

Look in at the open door ; 
They love to see the flaming forge, 

And hear the bellows roar ; 
And catch the burning sparks that fly 

Like chaff from a threshing-floor. 

Fifth Day 

He goes on Sunday to the church, 

And sits among his boys; 
He hears the parson pray and preach 

He hears his daughter's voice, 
Singing in the village choir, 

And it makes his heart rejoice. 



SECOND WEEK 

First Day 

It sounds to him like her mother's voice, 

Singing in Paradise ; 
He needs must think of her once more, 

How in the grave she lies: 
And with his hard rough hands he wipes 

A tear out of his eyes. 



MARCH 61 

Second Day 

Toiling — rejoicing, — sorrowing, 

Onward thru life he goes ; 
Each morning sees some task begun, 

Each evening sees it close ; 
Something attempted, something done, 

Has earned a night's repose. 

Third Day 

Thanks, thanks to thee my worthy friend, 

For the lesson thou hast taught, 
Thus at the flaming forge of life 

Our fortunes must be wrought ; 
Thus on its sounding anvil shaped 

Each burning deed and thought. 

Fourth Day 

Review the whole poem. 

Write what you can from memory. 

Fifth Day 

Write the poem in your own words, as though you 
were writing a story which you had read. 



THIRD WEEK 

First Day 

Draw a picture of a tree. 
Describe it. 



62 LESSON PLANS IN LANGUAGE 

Tell its uses. 

Do not tell what kind of a tree it is. 

If it has blossoms, tell what kind. 

Does it shed its leaves? 

Class may guess its name. 

Second Day 
Draw a flag. 
Describe it. 

For what purpose is a flag used? 
On what days do we notice flags flying in the breeze ? 
Tell the story of the first flag. 

Third Day 

Make a list of words that describe trees. 
Make a list of words that describe flags. 
Use half of your lists of words in statements. 
Use the rest of your words in questions. 
What are such words called? 

Fourth Day 

Imagine you are away from home, visiting your 

relatives. 
Write a letter to one in your home, telling about 
your visit. 
Fifth Day 
Write a paragraph about ^^ Politeness." 
Write a paragraph about ^^Thoughtfulness." 
In your paragraphs tell how you should show 



MAECH 63 

respect to parents, to your teacher, to strangers, 

to elders. 
Tell how you can help others. 
What kind of feeling should you show at another's 

misfortunes 1 
Why? 

FOURTH WEEK 

First Day 

Write about birds returning from warmer climates. 

Tell if you have seen any. 

What birds have you noticed? where? 

Describe them. 

What birds stay with us all the year? 

When are there most birds to be seen? 

Second Day 

Teacher : Explain use of quotation marks in this lesson. 

Make believe that you are going over to your play- 
mate 's house to play. 

Write on different lines what you said to her, and 
what she said to you. 

Third Day 

Teacher: Explain correct use of them and those. 
Write six sentences using them. 
Write six sentences using those. 



64 LESSON PLANS IN LANGUAGE 

Fill the following blanks correctly with them or 

those, and give reason for choice of words: 
1 are nice apples. 

2. Let me have books. 

3. AVliere are my wraps ! Oh, yes, I see 

4. Do you know children ? 

5. I have never seen 

6. Hear bells ring. 

7. Have you finished numbers? 

8 oranges smell sweet. 

Fourth Day 

Write about a quarrel you have had. 

Tell who was right and who was wrong. 

Write what was said, and use quotation marks 

properly. 
Tell how you became friends again. 

Fifth Day 

What is a fable? 

Tell some fable you have heard or read. 

Originate and tell a fable. 

THE FOX AND THE GRAPES 

A fox had been all day without food, when he came to a 
grapevine loaded with fine clusters of nice, ripe grapes. 
The grapes were so high that the fox could not reach 
them. 



MAECH 65 

He tried every trick he could think of, but each one failed. 

When he saw that he could not succeed, he turned away 

and said, ^'The grapes are sour, anyhow, and I would 

not eat them if I could. ' ' 
It may be that from this fable we get the old saying, ^ ^ There 

is good reason why Jack did not eat his supper. ' ' 




i 



Dance of the Nymphs — Bj Corot 

A Picture Lesson 

This picture at first shows only the dancing figures; but hold it at a 
distance from the eves, then draw in nearer and note how the trees 
seem to come out of a haze and the leaves to flutter. 

The fairyljke dance is to celebrate the rising of the sun, which must 
be to the right of the picture. Notice the light on the foliage. In the 
distance on the left is the gray of the sea. 

Tell what you see in the picture. 

How many fi^ires are there in the picture? 

Wliat are they doing? 

How many groups do you see? 

^VTiere are they? 

Where is the brightest light? 

Wliat makes the leaves show so plainly? 

VThy is it a joyous scene ? 

66 



APRIL 



FIRST WEEK 

First Day 

Picture Study. 

A bird picture would be suggestive here. ^'Feeding 
Her Chickens," or ^^ Dance of the Nymphs," as 
. outlined on opposite page, or any other picture 
may be used if desired. 
Second Day 

Find out and tell all you can of John Greenleaf 
Whittier. 
Third Day 
Memorize : 

THE BAREFOOT BOY 
Blessings on thee, little man, 

Barefoot boy, with cheeks of tan ! 
"With thy turned-up pantaloons. 

And thy merry whistled tunes; 
With thy red lip, redder still, 

Kissed by strawberries on the hill ; 
With the sunshine on thy face. 

Through thy torn brim's jaunty grace; 
From my heart I give thee joy — 
I was once a barefoot boy ! 



67 



68 LESSON PLANS IN LANGUAGE 

Fourth Day 

Prince tliou art — the grown-up-man 

Only is republican. 
Let the million-dollared ride ! 

Barefoot, trudging at his side, 
Thou hast more than he can buy, 

In the reach of ear and eye — 
Outward sunshine, inward joy; 

Blessings on thee, barefoot boy. 

Fifth Dmj 

Oh, for boyhood's painless play, 

Sleep that wakes in laughing day. 
Health that mocks the doctor's rules, 

Knowledge never learned of schools. 
Of the wild-bees morning chase. 

Of the wild-flow^ers time and place, 
Flight of fowl and habitude 

Of the tenants of the wood ; 
How the tortoise bears his shell. 

How the wood-chuck digs his cell, 
And the ground-mole sinks his well; 

SECOND WEEK 

Fnst Day 

How the robin feeds her young. 
How the oriole 's nest is hung ; 



1 



APKIL G9 

Where the whitest lilies blow, 

Where the freshest berries grow, 
Where the ground-nut trails its vine, 

Where the wood-grapes clusters shine ; 
Of the black wasp's cunning way, 

Mason of his walls of clay, 
And the architectural plans 

Of gray hornet artisans. 

Second Day 

For, eschewing books and tasks. 

Nature answers all he asks; 
Hand in hand with her he walks, 

Face to face with her he talks. 
Part and parcel of her joy, 

Blessing on the barefoot boy ! 

Third Bay 

Oh, for boyhood's time of June, 

Crowding years in one brief moon. 
When all things I heard or saw. 

Me, their master, waited for, 
I was rich in flowers and trees, 

Humming birds and honey bees ; 
For my part the squirrel played, 

Plied the snouted mole his spade; 
For my taste the blackberry cone 

Purpled over hedge and stone ; 



70 LESSON PLANS IN LANGUAGE 

Fourth Day 

Laughed the brook for my delight, 

Through the day and through the night, 
Whispering at the garden wall, 

Talked with me from fall to fall; 
^line, the sand-rimmed pickerel pond, 

Mine the walnut slopes beyond, 
^line, on bending orchard trees. 

Apples of Hesperides. 
Still, as my horizon grew, 

Larger grew my riches too; 
All the world I saw or knew 

Seemed a complex Chinese toy. 
Fashioned for a barefoot boy. 

Fifth Day 

0, for festal dainties spread, 

Like my bowl of milk and bread. 
Pewter spoon and bowl of wood, 

On the door-stone gray and rude. 
O'er me, like a regal tent, 

Cloudy-ribbed, the sunset bent, 
Puiple-curtained, fringed with gold, 

Looped in many a wind-swung fold; 
While for music came the play 

Of the pied frog's orchestra; 
And, to light the noisy choir. 

Lit the fly his lamp of fire. 



L. 



APEIL 71 



I was monarch ; pomp and joy 
Waited on the barefoot boy. 

THIRD WEEK 

First Day 

Cheerily, then, my little man. 

Live and laugh, as boyhood can. 
Though the flinty slopes be hard, 
Stubble-speared the new-mown sward, 
Every morn shall lead thee through 

Fresh baptisms of the dew ; 
Every evening from thy feet 

Shall the cool wind kiss the heat. 

Second Day 

All too soon these feet must hide 

In the prison cells of pride. 
Lose the freedom of the sod. 

Like a colt's for work be shod, 
Made to tread the mills of toil. 

Up and down in ceaseless moil; 
Happy if their tracks be found 

Never on forbidden ground ; 
Happy if they sink not in 

Quick and treacherous sands of sin. 
Ah, that thou couldst know thy joy. 

Ere it passes, barefoot boy ! 



72 LESSOX PLANS IX LAXGUAGE 

Third Day 

Review the poem as a whole. 
Fourth Day 

Teacher : Teach form of an invitation. 

AVrite an invitation to a party you are going to have. 
Fifth Day 

Accept or regret the invitation received in previous 
lesson. 

Teacher : Put forms on the hoard. 



FOURTH WEEK 

First Day 

Reproduce the following story: 

CERES AND CEREALS 

Long, long ago. there were many people that had not 
learned of the true God we know about to-day. They 
thought that one great God called Jupiter lived in the 
heavens, and ruled over heaven and earth ; that he had 
under him many gods and goddesses, each of whom had a 
special work to do in caring for the earth and the 
earth-people. 

According to their old stories, the one that had special 
charge of the grain-fields, and brought good harvests to 
the people, was called the earth-mother, Ceres. As she 
had the care of ripening grains and fruits all over the 
earth, she had to visit all parts of the world. She rode 



APEIL 



73 



north, south, east, and west, in a chariot drawn by won- 
derful winged dragons. It was her pleasant task to teach 
the people on earth how to prepare the soil, how to cul- 
tivate the fields, when and how to plant the seeds, and 
how to care for the growing plants. 

Wherever she passed, flowers bloomed and the world took 
on new beauty. Fields of golden grain nodded in the 
sunshine, and heavily laden branches drooped with juicy 
fruits and rich store of nuts. Because the edible grains 
were the gift of this earth-mother, Ceres, they were 
called cereals. 

During the period in which the earth is wakening, blossom- 
ing, and bringing forth fruit, Ceres was very happy and 
especially rejoiced in the bounteous harvest that crowned 
her six months' work. 

— Selected 

Second Day 

Imagine you are a Spring flower. 

Write how you were protected in the ground during 
the Winter. 

Where do you grow? 

What is your color? 

How early do you bloom? 

What are you called? 

Who picked you and what became of you? 
Third Day 

Write or tell a long ^^ Fish-story." 



74 LESSON PLANS IN LANGUAGE 



Foil rill Day 

The girls of the class may write some suggestions on 

''School House Cleaning." 
The boys of the class may write some suggestions on 

''Cleaning the School- Yard." 
Fifth Day 

Teacher: Have the class gather, the evening previous to 

this recitation, flowers enough to supply the class. 
Pass a flower to each i)upil in the class. 
Study the flower. 
Point out stamen, pistil, calyx, petals, and explain 

the uses. 
Draw the parts observed, then the flower. 
If the school-term is of greater length, a review should 

be taken. 



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Aesop's Fables Old Time Stories 

First Steps in Reading 

Bittercress and Roses 

Three Fairy Stories 

Hiawatha and Its Author 

Stories About Animals 

Life of Bob, the Cat 

Our Little Sisters and Hiawatha 

Pussy Willow and 'Wake Robin 

The Squirrel and His Home 

Jack and the Beanstalk 

Robinson Crusoe 

Whittier and His Snowbound 

Thanksgiving Stories 

Mr. and Mrs. Stout and Jack Rabbit 

The Three Misses Cottontail 

FOR THIRD GRADE 

Fairy Tales, No. 1 

Fairy Tales, No. 2 

The Little Story Reader 

Stories About Birds 

The Spring Beauty and the Anemone 

Stories from Andersen 

The Little Fir Tree and Other Stories 

Stories of Old New England 

How Little Cedric Became a Knight 

The Story of a Beehive 

Golden-Rod and Aster 

Christmas Stories 

The Coming of the Christ-Child 

Stories of '76 

Longfellow and Hiawatha 

The Rebellion in Toyland 

Some of Our Birds 

Arthur the Hero King 

Stories of Sir Launcelot 



FOR FOURTH GRADE 

The Story of Lincoln The Story of Washington 

A Longfellow Booklet 

The Norsemen and Columbus 

Our Pilgrim Forefathers 

The Story of the Revolution 

How Canada Was Discovered and Settled 

Dickens' Christmas Carol, abridged 

Legends of Rhineland The Story of Franklin 

Miss Alcott's Girls • Miss Alcott's Boys 

The Blackbird Family 

The Crow, The Raven and the Kingfisher 

The Story of Grace Darling 

FOR FIFTH GRADE 

The Story of La Salle Father Marquette 

The Discovery of America 
The Shepherd Psalm 
Hawthorne's Three Golden Apples 
Heroes of Industry (Watt, Fulton, Cooper, Steph- 
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The Story of McKinley 
Hawthorne's Miraculous Pitcher 
The Story of Joan D'Arc 

FOR SIXTH GRADE 

Rab and His Friends 

The Pied Piper of Hamelin 

King of the Golden River (Ruskin) 

The Great Stone Face (Hawthorne) 

The Snow Image (Hawthorne) 

The Legend of Sleepy Hollow (Irving) 



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Thanatopsis and Other Poems 
Enoch Arden Rip Van Winkle 

Evangeline (Longfellow), 88 pages, complete 
Whittier' s Snowbound and the Corn Song 
Thomas Moore; Biography and Selected Poems 
The Song of Hiawatha, abridged, 80 pages 

FOR EIGHTH AND HIGH SCHOOL GRADES 

The Courtship of Miles Standish, 48 pages, complete 

Vision of Sir Launfal and Other Poems The Cotter's Saturday Night and Other Poems 

Deserted Village and Gray's Elegy Sohrab and Rustum 

The Magna Charta, Bill of Rights, etc. Three Selections from Washington Irving 

The Rime of the Ancient Mariner Speeches by Lincoln 

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This series of books for supplementary read- 
ing comprises selections from the world's best 
authors and poets, together with stories from 
history, literature, biography and nature. 
Arranged for use in schools, with introductory 
and explanatory notes, biographical 
sketches, portraits and illustrations. 

Characteristic Features: Large, clear type, 
good paper. Convenient form. Excellent 
illustrations, biographical sketches, etc. Neat 
and durable covers. Books carefully graded 
and well edited. 



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The Story of Two Little Rabbits 

Bunny Boy 

Grizzly Bear's Stories 

The Story of Joseph 

The Story of Moses 

Bow-Wow and Mew-Mew 



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How Bee Martin Became King of the Birds 
Story of Longfellow 
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Hamlet 

Macbeth 

Tennvson's The Princess 

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Selected Essays from Ir^Mng's. The Sketch Book Jhe Lay of the Last Minstrel 

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